A Christian Constructivist? The Impact of Worldview on Learning Theories and the Mathematics Education Research Community

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "A Christian Constructivist? The Impact of Worldview on Learning Theories and the Mathematics Education Research Community"

Transcription

1 A Christian Constructivist? The Impact of Worldview on Learning Theories and the Mathematics Education Research Community Jeffrey Barrett, Illinois State University Dave Klanderman, Trinity Christian College Tensions between Christians and the Academy We begin with a story of Jeff s graduate school experiences at the State University of New York at Buffalo in the mid 1990s. He completed several graduate seminars in the area of philosophical bases for theory construction in mathematics education. The prevailing worldview in the readings and in the seminars was agnostic and was influenced by postmodern assumptions about meaning and authority as situated in the individual knower. These assumptions were echoed in much literature in mathematics education that espoused a radical constructivist epistemology (cf., Grouws, 1992). In response to this environment, Jeff felt compelled to follow the call of Christian writers such as Os Guinness and Francis Schaeffer to engage the intellectual community from a Christian perspective. Jeff argued in these seminars that God s Trinitarian nature, the establishment of multiple languages, and the ability of humans to communicate through language needed to be considered key components to fully understand how people come to know and understand mathematical ideas. These efforts met with resistance from both fellow students and professors who argued that agnosticism is the only tractable academic position regarding God s existence and that it is not possible to integrate theological aspects into theories about human knowledge construction. Concurrent with Jeff s graduate school experiences, Dave completed his dissertation at Northern Illinois University. Like Jeff, Dave was troubled by radical constructivism and a commonly associated notion of intellectual and moral relativism. In response, he carefully delineated his concerns with this learning theory in the introductory chapter of his dissertation. Although his dissertation committee was composed of four committed Christians, Dave was surprised that none of these members chose to address this issue in either personal discussions or the final defense. To the contrary, these Christian mathematics educators seemed content to maintain a sharp distinction between their personal faith and their professional research. To Dave s further surprise, the outside examiner for the dissertation defense, an Orthodox Jew, did raise this issue of worldview during the defense and noted that he also shared the concern of the tendencies toward relativism in the theory of radical constructivism. Together, these experiences during graduate school set the stage for this present research agenda and paper. In response to our colleagues tendency to avoid the application of religious principles altogether, at least outside of personal piety, we decided to carefully document instances of learning theories that emerged out of a variety of underlying worldview assumptions. Following this discussion, we then offer ideas on

2 how a Christian worldview can assist in the search for a learning theory to merge seemingly divergent perspectives. Valid and true conclusions from diverse starting points We next look at three major researchers in mathematics education. In each case, we present a brief description of the researcher s main theory and then comment about the underlying worldview. The first example is Jean Piaget. His research spans multiple decades and a wide range of areas including cognitive psychology and mathematics learning. In particular, he applied his theory of stages of development to the understanding of mathematical functions (Piaget et al., 1977). He described a total of four stages or levels through which students pass along their way to gain an understanding of mathematical functions. Initially, there is a complete lack of coordination of the input and output variables. At the second stage, haphazard links between input and output variables are made in local cases. At the third stage, called sequential reasoning, students can work in an iterative fashion to find the next output based upon the preceding integer-based case. In the final stage, called generalized reasoning, students are able to completely covary the input and output variables, generating a general equation for the functional relationship. Piaget created this useful learning theory in the context of his background as a genetic epistemologist. His later theories of assimilation and accommodation resonate with many aspects of a radical constructivist paradigm. A second example is Lev Vygotsky. In his account of higher psychological processes of the human mind, he argued that we must recognize a zone of proximal development (cf. Vygotsky, 1978 and reviewed in Good, Mulryan, & McCaslin, 1992) indicating that range of potential thinking and reasoning an individual may accomplish with peer or expert assistance as a complement to the traditional recognition of the zone of actual development describing independent accomplishments and achievement. His work on epistemology is often viewed by the mathematics education research community as a way of attributing knowledge to social interactions and language within a community of learners or thinkers. From this perspective, Vygotsky ascribed knowledge development to the human society in which one participates; for him, individual knowledge always has its origin in the imitation of more accomplished members of society or from apprenticeship activities (1978, pp ). This represents a corrective to the radical constructivist claim that knowledge would originate in the mind of an individual as they interpret their experiences and surroundings. The Vygotskian view, developed within the Marxist/Soviet culture between 1915 and 1935, attributes knowledge to the collective interaction system of a community that forges new ideas through collaboration and discourse. While this is a helpful acknowledgement of the power of language in the formation of knowledge, it has its origins in a system of thought, Hegelian dialectics, that would deny the relevance of revealed religion involving God s existence and character to such a project of describing the growth of human reasoning and knowledge (McTaggart, 1922/2000, pp ).

3 A third example is Jere Confrey. Her work centers on the understanding of exponential functions (Confrey and Smith, 1995). She describes complicated cognitive structures which allow a student to apply an imbedded composite unit to represent the quantity typically written in numerical form as 3 4. Later in the same article, she and her coauthor document ways in which students split more complex units into component pieces. Confrey operates within a radical constructivist framework. According to Confrey (1990), radical constructivists do not accept the notion that mathematical ideas actually exist, but rather have chosen, for the time being, not to call the construct into question, but to use it as if it were real, while assessing its worthiness over time (p. 109). In essence, by acknowledging this relativistic feature of constructivism, she discounts the possibility of absolute truth, especially one s ability to know it with certainty. The struggle for coherency and consistency in building a learning theory The preceding section documents a variety of valid and true learning theories that originate from researchers with a variety of underlying worldviews. We next take a more in-depth look at a fourth researcher, Paul Cobb. In this case, we seek to document his apparent struggle to resolve the tension between radical constructivism (where meaning is located in the individual knower) and social constructivism (where meaning must be negotiated in a learning community). A more detailed discussion of several varieties of constructivism, along with implications for the teaching and learning of mathematics and a critique of these theories from a Christian perspective, can be found in a book edited by Howell and Bradley (2001). Cobb has published extensively in mathematics education research journals. His writings attempt to argue for the complementary nature of socio-cultural and radical constructivist positions. In his study of second grade children working with a hundreds chart, Cobb (1995) noted how different children seemed to push together these two approaches to understanding a mathematical concept. One child seemed to describe a strategy of working by tens and later by ones. Yet this same child reverted to counting on from one addend when asked to compute a sum. Cobb struggles to articulate what it means for two individuals to have the same meaning for a concept, developed individually and yet communicated in community. Cobb falls back on the notion of taken as shared to indicate that two individuals can agree on a single understanding of a mathematical concept. Lerman (1996) reacted to this research by pointing out the inherent intersubjectivity in Cobb s analysis of this learning episode, an apparent limitation of a strict radical constructivist paradigm. He cites the example of students providing examples of even numbers based upon the rule that it can be written as the product of the number 2 and another number. This rule is then overgeneralized to include examples such as 1 (2 ½) and ½ (2 ¼). Lerman concludes by recommending that Cobb abandon efforts to resolve the tension between radical and socio-cultural constructivist paradigms. Two years later, Cobb engages in a public debate with Patrick Thompson, another major figure in the mathematics education research community (cf. Berenson et al.,

4 1998). After Thompson provides examples that appeared to illustrate intelligent design, he challenges Cobb to ground his claim of the compatibility of diverse learning theories on objective reality. Instead of accepting this approach, Cobb relies on a more pragmatic strategy, stating that the twin notions of a practice and participation in practices are ways of forging an integrated account of learning and thinking without appealing to a notion of objective reality. Further, he moves to the position that what is effective is what the individual and community will embrace, and that the tendency to join what is working will lead to effective practice since it will be productive both for individuals and for groups. This position has problems as a comprehensive foundation, but it can be held within a tension with some appeals to ideals, to a notion of the good, or to external truth from an absolute source. On the other hand, these are precisely what Cobb s system lacks because he wishes to avoid the lure of cosmology. In summary, Cobb seeks to avoid any explicit reference to an underlying worldview upon which to build his integrative theory. At the same time, he seems to be moving toward a sense of philosophical despair because he is unable to provide evidence for his desire to combine two apparently inconsistent learning theories. As Christians, we respond to Cobb s yearning for explanation by praising our Creator God, trusting in Him as the source of all wisdom. We therefore expect a resolution of this underlying tension as part of God s design for the world. The next section seeks to articulate elements of a Christian response to Cobb s dilemma. University in Diversity: Using a Christian worldview to search for a grand theory A Christian worldview allows us to examine various perspectives in the epistemologically comfortable position of those who know what is known and how children come to know by reference to the revealed information from the Creator of those children. As God made us in His image, we are able to learn and to come to know in ways that echo God s character. God is a speaker and initiator of words: He spoke and the worlds were formed; light came into being because he said, let there be light. Thus, it is clear that we have psycho-cognitive ways of developing knowledge by initiative, and by creative impulses. We can organize or bring order in some way that is reflective of God s creative words. Yet, we are also created to live in response to God s words. This is also psychocognitive reality, in that we can develop meaningful ideas by thinking as God has given us the means to act and think independently. He has given us responsibility, as depicted in the narrative of the first three chapters of Genesis. We were given breath, set into relationship, called to give names to order the creation in a language system, and called to accountability for relating to God in keeping with a boundary, resisting the opportunity to eat from one forbidden tree. We are also made in the image of God as a triune God. God says that he interacts within the three-person Trinity: Father, Son, and Holy Spirit. This suggests a community in which interaction is critical. Jesus provides an expression of this complex interaction in his prayer recorded in the 17 th chapter of the Gospel of John. This aspect of

5 God s character suggests by way of analogy that the socio-cultural and language-oriented accounts of human knowledge construction in community are valid. Finally, the fact that the Trinity represents a unified tension between different persons who are together one God suggests a Christian base for integrating the individual psychological and the community-oriented sociological aspects of human knowledge. As we move forward in our documentation of these tensions and the potential benefit of an articulated Christian worldview in this context, we operate with two distinct motivations. First, we are motivated to reach individuals. We strive to listen with mercy to the tensions that each person describes, to identify the person s attempts to either avoid or rationalize this tension, and to offer a Christian response with a combination of boldness and humility. Second, we are motivated to reach the broader research community. This paper represents an initial attempt to review the existing tensions in the writings of current researchers. We also seek to remain connected to this scholarly community with further contributions to the published results in our field (cf., Barrett et al., in press). Finally, we will continue to work to articulate more clearly and more publicly those elements of a Christian worldview that shed light on this controversy and offer hope for a resolution, and perhaps even a creative embracing, of the tension between the psycho-cognitive learning theories focused on the individual knower and the sociological and socio-cultural learning theories focused on entire learning communities. References Barrett, J., Clements, D., Klanderman, D., Pennisi, J., and Polaki, V. (in press). Students coordination of geometric reasoning and measuring strategies on a fixed perimeter task: Developing mathematical understanding of linear measurement. Journal for Research in Mathematics Education. Berenson, S.E., Dawkins, K.E., Blanton, M.E., Coulombe, W.E., Kolb, J.E., Norwood, K.E., et al. (1999). Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Columbus, OH: The Ohio State University Press. Cobb, P. (1995). Cultural tools and mathematical learning: A case study. Journal for Research in Mathematics Education, 26(4), Confrey, J. (1990). What Constructivism Implies for Teaching. In R. Davis, C. Maher, and N. Noddings (Eds.) Constructivist Views on the Teaching and Learning of Mathematics ( ). Reston, VA: National Council of Teachers of Mathematics. Confrey, J. and Smith, E. (1995). Splitting, covariation, and their role in the development of exponential functions. Journal for Research in Mathematics Education, 26(1),

6 Howell, R.W. and Bradley, W.J. (Eds.) (2001). Mathematics in a Postmodern Age: A Christian Perspective ( ). Grand Rapids, MI: William B. Eerdmans Publishing Company. Lerman, S. (1996). Intersubjectivity in mathematics learning: A challenge to the Radical Constructivist paradigm? Journal for Research in Mathematics Education, 27(2), Good, T.L., Mulryan, C., and McCaslin, M. (1992). Grouping for instruction in mathematics: A call for programmatic research on small-group processes. In D.A. Grouws (Ed.) Handbook of research on mathematics teaching and learning ( ). New York: Macmillan. Grouws, D.A. (Ed.). (1992). Handbook of research on mathematics teaching and learning ( ). New York: Macmillan. Marsden, G. M. (1997). The Outrageous Idea of Christian Scholarship. New York: Oxford University Press. McTaggart, J. M. E. (1922/2000). Studies in the Hegelian dialectic (2d reprinted ed.). Kitchener, Ontario: Batoche Books. Piaget, J., Grize, J., Szeminska, A., and Bang, V. (1977). Epistemology and psychology of functions. Dordrecht, Holland: D. Reidel. Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. London, England: Harvard University Press.

Undergraduate Course Descriptions

Undergraduate Course Descriptions Undergraduate Course Descriptions Biblical Theology (BT) BT 3229 - Biblical Theology An introduction to the principles and practice of Biblical Theology, as well as its complementary relationship to Systematic

More information

AN OUTLINE OF CRITICAL THINKING

AN OUTLINE OF CRITICAL THINKING AN OUTLINE OF CRITICAL THINKING LEVELS OF INQUIRY 1. Information: correct understanding of basic information. 2. Understanding basic ideas: correct understanding of the basic meaning of key ideas. 3. Probing:

More information

BELIEFS: A THEORETICALLY UNNECESSARY CONSTRUCT?

BELIEFS: A THEORETICALLY UNNECESSARY CONSTRUCT? BELIEFS: A THEORETICALLY UNNECESSARY CONSTRUCT? Magnus Österholm Department of Mathematics, Technology and Science Education Umeå Mathematics Education Research Centre (UMERC) Umeå University, Sweden In

More information

World View, Metaphysics, and Epistemology

World View, Metaphysics, and Epistemology Western Michigan University ScholarWorks at WMU Scientific Literacy and Cultural Studies Project Mallinson Institute for Science Education 1993 World View, Metaphysics, and Epistemology William W. Cobern

More information

PHILOSOPHY AND THEOLOGY

PHILOSOPHY AND THEOLOGY PHILOSOPHY AND THEOLOGY Paper 9774/01 Introduction to Philosophy and Theology Key Messages Most candidates gave equal treatment to three questions, displaying good time management and excellent control

More information

Mission. "If you continue in my word, you are truly my disciples, and you will know the truth, and the truth will make you free.

Mission. If you continue in my word, you are truly my disciples, and you will know the truth, and the truth will make you free. Central Texas Academy of Christian Studies An Enrichment Bible Studies Curriculum Imparting the Faith, Strengthening the Soul, & Training for All Acts 14:21-23 A work of the Dripping Springs Church of

More information

Jesus Christ and the Life of the Mind. By Mark A. Noll. Grand Rapids: Eerdmans, 2011, xii+

Jesus Christ and the Life of the Mind. By Mark A. Noll. Grand Rapids: Eerdmans, 2011, xii+ Jesus Christ and the Life of the Mind. By Mark A. Noll. Grand Rapids: Eerdmans, 2011, xii+ 180 pp., $25.00. Over 25 years have passed since Noll s indictment of the evangelical mind (The Scandal of the

More information

Australian College of Theology Diploma Subjects

Australian College of Theology Diploma Subjects Australian College of Theology Diploma Subjects The formal subjects that Year 13 students study form the Diploma of Christian Studies which is awarded through the Australian College of Theology. The eight

More information

Building a Shared Vision

Building a Shared Vision MINISTERIAL INTERNSHIP PROGRAM SEMINAR I Theme: The Mission and Ministry of the Pentecostal Church Building a Shared Vision INTRODUCTION Written by: Larry G. Hess The core premise for all ministry is to

More information

Syllabus for GTHE 551 Systematic Theology I - ONLINE 3 Credit Hours Fall 2014

Syllabus for GTHE 551 Systematic Theology I - ONLINE 3 Credit Hours Fall 2014 I. COURSE DESCRIPTION Syllabus for GTHE 551 Systematic Theology I - ONLINE 3 Credit Hours Fall 2014 An introduction to Christian theology and an examination of the doctrines of revelation, God, creation,

More information

Christian scholars would all agree that their Christian faith ought to shape how

Christian scholars would all agree that their Christian faith ought to shape how Roy A. Clouser, The Myth of Religious Neutrality: An Essay on the Hidden Role of Religious Beliefs in Theories (Notre Dame: The University of Notre Dame Press, 2005, rev. ed.) Kenneth W. Hermann Kent State

More information

ST507: Contemporary Theology II: From Theology of Hope to Postmodernism

ST507: Contemporary Theology II: From Theology of Hope to Postmodernism COURSE SYLLABUS ST507: Contemporary Theology II: From Theology of Hope to Postmodernism Course Lecturer: John S. Feinberg, Ph.D. Professor of Biblical and Systematic Theology at Trinity Evangelical Divinity

More information

TWO VERSIONS OF HUME S LAW

TWO VERSIONS OF HUME S LAW DISCUSSION NOTE BY CAMPBELL BROWN JOURNAL OF ETHICS & SOCIAL PHILOSOPHY DISCUSSION NOTE MAY 2015 URL: WWW.JESP.ORG COPYRIGHT CAMPBELL BROWN 2015 Two Versions of Hume s Law MORAL CONCLUSIONS CANNOT VALIDLY

More information

ETHICS (IE MODULE) 1. COURSE DESCRIPTION

ETHICS (IE MODULE) 1. COURSE DESCRIPTION ETHICS (IE MODULE) DEGREE COURSE YEAR: 1 ST 1º SEMESTER 2º SEMESTER CATEGORY: BASIC COMPULSORY OPTIONAL NO. OF CREDITS (ECTS): 3 LANGUAGE: English TUTORIALS: To be announced the first day of class. FORMAT:

More information

COURSE: APOL 697 (2/24 2/28) COURSE TITLE: APOLOGETICS AND THE RISE OF SECULAR HUMANISM FACULTY: DR. CHAD THORNHILL GUEST LECTURER: ALEX MCFARLAND

COURSE: APOL 697 (2/24 2/28) COURSE TITLE: APOLOGETICS AND THE RISE OF SECULAR HUMANISM FACULTY: DR. CHAD THORNHILL GUEST LECTURER: ALEX MCFARLAND COURSE: APOL 697 (2/24 2/28) COURSE TITLE: APOLOGETICS AND THE RISE OF SECULAR HUMANISM FACULTY: DR. CHAD THORNHILL GUEST LECTURER: ALEX MCFARLAND I. COURSE DESCRIPTION This course will examine trends

More information

Judging Coherence in the Argumentative Situation. Things are coherent if they stick together, are connected in a specific way, and are consistent in

Judging Coherence in the Argumentative Situation. Things are coherent if they stick together, are connected in a specific way, and are consistent in Christopher W. Tindale Trent University Judging Coherence in the Argumentative Situation 1. Intro: Coherence and Consistency Things are coherent if they stick together, are connected in a specific way,

More information

How to Teach The Writings of the New Testament, 3 rd Edition Luke Timothy Johnson

How to Teach The Writings of the New Testament, 3 rd Edition Luke Timothy Johnson How to Teach The Writings of the New Testament, 3 rd Edition Luke Timothy Johnson As every experienced instructor understands, textbooks can be used in a variety of ways for effective teaching. In this

More information

Guest faculty include:

Guest faculty include: Andrews University Seventh-day Adventist Theological Seminary Doctor of Ministry Program CHMN743 Prophetic Preaching in the Worship Context (6 credits) Professor: Dr. Hyveth Williams, Professor of Homiletics,

More information

MISSOURI S FRAMEWORK FOR CURRICULAR DEVELOPMENT IN MATH TOPIC I: PROBLEM SOLVING

MISSOURI S FRAMEWORK FOR CURRICULAR DEVELOPMENT IN MATH TOPIC I: PROBLEM SOLVING Prentice Hall Mathematics:,, 2004 Missouri s Framework for Curricular Development in Mathematics (Grades 9-12) TOPIC I: PROBLEM SOLVING 1. Problem-solving strategies such as organizing data, drawing a

More information

Care of the Soul: Service-Learning and the Value of the Humanities

Care of the Soul: Service-Learning and the Value of the Humanities [Expositions 2.1 (2008) 007 012] Expositions (print) ISSN 1747-5368 doi:10.1558/expo.v2i1.007 Expositions (online) ISSN 1747-5376 Care of the Soul: Service-Learning and the Value of the Humanities James

More information

Conflict Management Training for Local Church Leaders In the Illinois District of the Assemblies of God. Reverend Gary R.

Conflict Management Training for Local Church Leaders In the Illinois District of the Assemblies of God. Reverend Gary R. Conflict Management Training for Local Church Leaders In the Illinois District of the Assemblies of God Reverend Gary R. Allen This project is an effort to equip local church leaders to better manage conflict

More information

Postmodernism. Issue Christianity Post-Modernism. Theology Trinitarian Atheism. Philosophy Supernaturalism Anti-Realism

Postmodernism. Issue Christianity Post-Modernism. Theology Trinitarian Atheism. Philosophy Supernaturalism Anti-Realism Postmodernism Issue Christianity Post-Modernism Theology Trinitarian Atheism Philosophy Supernaturalism Anti-Realism (Faith and Reason) Ethics Moral Absolutes Cultural Relativism Biology Creationism Punctuated

More information

Seeking Spiritual Deepening in All of Life

Seeking Spiritual Deepening in All of Life Seeking Spiritual Deepening in All of Life About Shalem Shalem (pronounced sha-lame ) is from the Hebrew word meaning whole: to be complete. Scripture tells us to Since 1973, the Shalem Institute for

More information

The Board of Directors recommends this resolution be sent to a Committee of the General Synod. A Resolution of Witness

The Board of Directors recommends this resolution be sent to a Committee of the General Synod. A Resolution of Witness 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 The Board of Directors recommends this resolution be sent to a Committee

More information

The FRAMEWORK for the

The FRAMEWORK for the B section The FRAMEWORK for the RELIGIOUS EDUCATION Learning Area Part 1: Introduction & Framework Structure Section B: B: The The Framework for for the the Religious Education Learning Area 1 Bsection

More information

COURSE SYLLABUS. Course Description

COURSE SYLLABUS. Course Description COURSE SYLLABUS AP 601 Introduction to Christian Apologetics Gordon-Conwell Theological Seminary South Hamilton Campus Fall Semester 2013 Mondays, 2:00 AM-5:00 PM Phone: 978-464-4120 Email: ptsmith@gcts.edu

More information

PT 524 HOMILETICS/PREACHING LAB IIA SYLLABUS REFORMED THEOLOGICAL SEMINARY CHARLOTTE SPRING 2013

PT 524 HOMILETICS/PREACHING LAB IIA SYLLABUS REFORMED THEOLOGICAL SEMINARY CHARLOTTE SPRING 2013 PT 524 HOMILETICS/PREACHING LAB IIA SYLLABUS REFORMED THEOLOGICAL SEMINARY CHARLOTTE SPRING 2013 Rod Culbertson, Jr. Adjunct Professor of Practical Theology RCULBERTSON@RTS.EDU SYLLABUS FOR PT 524 HOMILETICS/PREACHING

More information

Introduction to culture and worldview analysis. Asking questions to better understand ourselves and others

Introduction to culture and worldview analysis. Asking questions to better understand ourselves and others Introduction to culture and worldview analysis Asking questions to better understand ourselves and others What is culture? How would you answer this? Get in small groups of 2 or 3 to discuss this question.

More information

A Review of Liturgical Theology : The Church as Worshiping Community

A Review of Liturgical Theology : The Church as Worshiping Community Keith Purvis A Review of Liturgical Theology: The Church as Worshiping Community Author Simon Chan writes his book out of a serious concern that evangelicals have suffered a loss of truth and the ability

More information

From Geraldine J. Steensam and Harrro W. Van Brummelen (eds.) Shaping School Curriculum: A Biblical View. Terre, Haute: Signal Publishing, 1977.

From Geraldine J. Steensam and Harrro W. Van Brummelen (eds.) Shaping School Curriculum: A Biblical View. Terre, Haute: Signal Publishing, 1977. Biblical Studies Gordon J. Spykman Biblical studies are academic in nature, they involve theoretical inquiry. Their major objective is to transmit to students the best and most lasting results of the Biblicaltheological

More information

Philosophy of Religion PHIL (CRN 22046) RELG (CRN 22047) Spring 2014 T 5:00-6:15 Kinard 205

Philosophy of Religion PHIL (CRN 22046) RELG (CRN 22047) Spring 2014 T 5:00-6:15 Kinard 205 Philosophy of Religion PHIL 390-001 (CRN 22046) RELG 390-001 (CRN 22047) Spring 2014 T 5:00-6:15 Kinard 205 Professor Information Dr. William P. Kiblinger Office: Kinard 326 Office Hours: Thurs. - Fri.

More information

The Consequences of Opposing Worldviews and Opposing Sources of Knowledge By: Rev. Dr. Matthew Richard

The Consequences of Opposing Worldviews and Opposing Sources of Knowledge By: Rev. Dr. Matthew Richard The Consequences of Opposing Worldviews and Opposing Sources of Knowledge By: Rev. Dr. Matthew Richard What happens when two individuals with two opposing worldviews (i.e., lenses) interact? Paul Hiebert

More information

The Soul Journey Education for Higher Consciousness

The Soul Journey Education for Higher Consciousness An Introduction to The Soul Journey Education for Higher Consciousness A 6 e-book series by Andrew Schneider What is the soul journey? What does The Soul Journey program offer you? Is this program right

More information

1. Introduction Formal deductive logic Overview

1. Introduction Formal deductive logic Overview 1. Introduction 1.1. Formal deductive logic 1.1.0. Overview In this course we will study reasoning, but we will study only certain aspects of reasoning and study them only from one perspective. The special

More information

Human Nature & Human Diversity: Sex, Love & Parenting; Morality, Religion & Race. Course Description

Human Nature & Human Diversity: Sex, Love & Parenting; Morality, Religion & Race. Course Description Human Nature & Human Diversity: Sex, Love & Parenting; Morality, Religion & Race Course Description Human Nature & Human Diversity is listed as both a Philosophy course (PHIL 253) and a Cognitive Science

More information

The Doctrine of Creation

The Doctrine of Creation The Doctrine of Creation Week 5: Creation and Human Nature Johannes Zachhuber However much interest theological views of creation may have garnered in the context of scientific theory about the origin

More information

Robert Kiely Office Hours: Monday 4:15 6:00; Wednesday 1-3; Thursday 2-3

Robert Kiely Office Hours: Monday 4:15 6:00; Wednesday 1-3; Thursday 2-3 A History of Philosophy: Nature, Certainty, and the Self Fall, 2014 Robert Kiely oldstuff@imsa.edu Office Hours: Monday 4:15 6:00; Wednesday 1-3; Thursday 2-3 Description How do we know what we know? Epistemology,

More information

Method in Theology. A summary of the views of Bernard Lonergan, i taken from his book, Method in Theology. ii

Method in Theology. A summary of the views of Bernard Lonergan, i taken from his book, Method in Theology. ii Method in Theology Functional Specializations A summary of the views of Bernard Lonergan, i taken from his book, Method in Theology. ii Lonergan proposes that there are eight distinct tasks in theology.

More information

1. Life and Ministry Development 6

1. Life and Ministry Development 6 The Master of Ministry degree (M.Min.) is granted for demonstration of competencies associated with being a minister of the gospel (pastor, church planter, missionary) and other ministry leaders who are

More information

CTH 5520: Christian Theology for the Kingdom of God (Cleveland) I. Course Description II. Student Learning Outcomes

CTH 5520: Christian Theology for the Kingdom of God (Cleveland) I. Course Description II. Student Learning Outcomes CTH 5520: Christian Theology for the Kingdom of God (Cleveland) ASHLAND THEOLOGICAL SEMINARY Fall Semester, 2017 Thursdays, 6:00-9:00 p.m., Cleveland Campus Allan R. Bevere, PhD Professional Fellow in

More information

BOOK REVIEW. Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv pp. Pbk. US$13.78.

BOOK REVIEW. Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv pp. Pbk. US$13.78. [JGRChJ 9 (2011 12) R12-R17] BOOK REVIEW Thomas R. Schreiner, Interpreting the Pauline Epistles (Grand Rapids: Baker Academic, 2nd edn, 2011). xv + 166 pp. Pbk. US$13.78. Thomas Schreiner is Professor

More information

Knowledge and its Limits, by Timothy Williamson. Oxford: Oxford University Press, Pp. xi

Knowledge and its Limits, by Timothy Williamson. Oxford: Oxford University Press, Pp. xi 1 Knowledge and its Limits, by Timothy Williamson. Oxford: Oxford University Press, 2000. Pp. xi + 332. Review by Richard Foley Knowledge and Its Limits is a magnificent book that is certain to be influential

More information

Family Life Education

Family Life Education Ontario Catholic Elementary Curriculum Policy Document, Grades 1-8 Family Life Education Summary 0 2012 Introduction The curriculum in Ontario Catholic schools is understood not only in terms of knowledge

More information

This image cannot currently be displayed. Course Catalog. Foundations for Living Glynlyon, Inc.

This image cannot currently be displayed. Course Catalog. Foundations for Living Glynlyon, Inc. This image cannot currently be displayed. Course Catalog Foundations for Living 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: WHAT IS A BIBLICAL WORLDVIEW?... 1 UNIT 2: PRESUPPOSITIONS...

More information

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition

Georgia Quality Core Curriculum 9 12 English/Language Arts Course: American Literature/Composition Grade 11 correlated to the Georgia Quality Core Curriculum 9 12 English/Language Arts Course: 23.05100 American Literature/Composition C2 5/2003 2002 McDougal Littell The Language of Literature Grade 11

More information

NT/ET 1723: Scripture and Ethics

NT/ET 1723: Scripture and Ethics NT/ET 1723: Scripture and Ethics Fall Semester 2012 Mondays 9 a.m. 12 noon TENTATIVE/MAY BE ADJUSTED BEFORE SECOND CLASS PERIOD Contact Information for Pamela Shellberg pshellberg@bts.edu 1-207-942-6781

More information

COURSE SYLLABUS - ST5534 Systematic Christian Theology 1

COURSE SYLLABUS - ST5534 Systematic Christian Theology 1 Note: Course content may be changed, term to term, without notice. The information below is provided as a guide for course selection and is not binding in any form. 1 Course Number, Name, and Credit Hours

More information

The Paradox of the stone and two concepts of omnipotence

The Paradox of the stone and two concepts of omnipotence Filo Sofija Nr 30 (2015/3), s. 239-246 ISSN 1642-3267 Jacek Wojtysiak John Paul II Catholic University of Lublin The Paradox of the stone and two concepts of omnipotence Introduction The history of science

More information

Propositional Revelation and the Deist Controversy: A Note

Propositional Revelation and the Deist Controversy: A Note Roomet Jakapi University of Tartu, Estonia e-mail: roomet.jakapi@ut.ee Propositional Revelation and the Deist Controversy: A Note DOI: http://dx.doi.org/10.12775/rf.2015.007 One of the most passionate

More information

EPISTEME. Editor: MARIO BUNGE Foundations and Philosophy of Science Unit, McGill University. Advisory Editorial Board:

EPISTEME. Editor: MARIO BUNGE Foundations and Philosophy of Science Unit, McGill University. Advisory Editorial Board: FORBIDDEN KNOWLEDGE EPISTEME A SERIES IN THE FOUNDATIONAL, METHODOLOGICAL, PHILOSOPHICAL, PSYCHOLOGICAL, SOCIOLOGICAL, AND POLITICAL ASPECTS OF THE SCIENCES, PURE AND APPLIED Editor: MARIO BUNGE Foundations

More information

Vocation and Christian Doctrine: A Response to John Stackhouse

Vocation and Christian Doctrine: A Response to John Stackhouse Vocation and Christian Doctrine: A Response to John Stackhouse Fuller Theological Seminary There is much to like in John Stackhouse s new book, Need to Know: Vocation as the Heart of Christian Epistemology

More information

Philosophical Ethics. The nature of ethical analysis. Discussion based on Johnson, Computer Ethics, Chapter 2.

Philosophical Ethics. The nature of ethical analysis. Discussion based on Johnson, Computer Ethics, Chapter 2. Philosophical Ethics The nature of ethical analysis Discussion based on Johnson, Computer Ethics, Chapter 2. How to resolve ethical issues? censorship abortion affirmative action How do we defend our moral

More information

Bridging the Gap: Integration of Faith, Learning, and Living in Christian Professional Programs. Prepared for. The Cedarville College Tenure Committee

Bridging the Gap: Integration of Faith, Learning, and Living in Christian Professional Programs. Prepared for. The Cedarville College Tenure Committee Bridging the Gap: Integration of Faith, Learning, and Living in Christian Professional Programs Prepared for The Cedarville College Tenure Committee by Thomas J. Thompson September, 2000 Bridging the Gap:

More information

Graduate Studies in Theology

Graduate Studies in Theology Graduate Studies in Theology Overview Mission At Whitworth, we seek to produce Christ-centered, well-educated, spiritually disciplined, and visionary leaders for the church and society. Typically, students

More information

FIRST STUDY. The Existential Dialectical Basic Assumption of Kierkegaard s Analysis of Despair

FIRST STUDY. The Existential Dialectical Basic Assumption of Kierkegaard s Analysis of Despair FIRST STUDY The Existential Dialectical Basic Assumption of Kierkegaard s Analysis of Despair I 1. In recent decades, our understanding of the philosophy of philosophers such as Kant or Hegel has been

More information

McDougal Littell High School Math Program. correlated to. Oregon Mathematics Grade-Level Standards

McDougal Littell High School Math Program. correlated to. Oregon Mathematics Grade-Level Standards Math Program correlated to Grade-Level ( in regular (non-capitalized) font are eligible for inclusion on Oregon Statewide Assessment) CCG: NUMBERS - Understand numbers, ways of representing numbers, relationships

More information

Religion and Party Politics in the West

Religion and Party Politics in the West Religion and Party Politics in the West Zsolt Enyedi (enyedizs@ceu.edu) Department of Political Science Central European University Winter semester 2016-17 (2 credits, 4 ECTS credits) Class meetings: Wednesdays,

More information

MASTER OF ARTS in Theology,

MASTER OF ARTS in Theology, MASTER OF ARTS in Theology, Ministry and Mission 2017-2018 INSTITUTE FOR ORTHODOX CHRISTIAN STUDIES formally APPROVED and blessed BY the Pan-Orthodox Episcopal Assembly for great britain and Ireland ALSO

More information

Department of Theology and Philosophy

Department of Theology and Philosophy Azusa Pacific University 1 Department of Theology and Philosophy Mission Statement The Department of Theology and Philosophy (https://sites.google.com/a/apu.edu/theology-philosophy) helps undergraduate

More information

RESPECTING THE EVIDENCE. Richard Feldman University of Rochester

RESPECTING THE EVIDENCE. Richard Feldman University of Rochester Philosophical Perspectives, 19, Epistemology, 2005 RESPECTING THE EVIDENCE Richard Feldman University of Rochester It is widely thought that people do not in general need evidence about the reliability

More information

Course Learning Outcomes for Unit III

Course Learning Outcomes for Unit III UNIT III STUDY GUIDE Thinking Elements and Standards Reading Assignment Chapter 4: The Parts of Thinking Chapter 5: Standards for Thinking Are We Living in a Cave? Plato Go to the Opposing Viewpoints in

More information

Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium

Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium The Comprehensive Plan for the Formation of Catechetical Leaders for the Third Millennium is developed in four sections.

More information

In Epistemic Relativism, Mark Kalderon defends a view that has become

In Epistemic Relativism, Mark Kalderon defends a view that has become Aporia vol. 24 no. 1 2014 Incoherence in Epistemic Relativism I. Introduction In Epistemic Relativism, Mark Kalderon defends a view that has become increasingly popular across various academic disciplines.

More information

Houghton Mifflin MATHEMATICS

Houghton Mifflin MATHEMATICS 2002 for Mathematics Assessment NUMBER/COMPUTATION Concepts Students will describe properties of, give examples of, and apply to real-world or mathematical situations: MA-E-1.1.1 Whole numbers (0 to 100,000,000),

More information

The SELF THE SELF AND RELIGIOUS EXPERIENCE: RELIGIOUS INTERNALIZATION PREDICTS RELIGIOUS COMFORT MICHAEL B. KITCHENS 1

The SELF THE SELF AND RELIGIOUS EXPERIENCE: RELIGIOUS INTERNALIZATION PREDICTS RELIGIOUS COMFORT MICHAEL B. KITCHENS 1 THE SELF AND RELIGIOUS EXPERIENCE: RELIGIOUS INTERNALIZATION PREDICTS RELIGIOUS COMFORT MICHAEL B. KITCHENS 1 Research shows that variations in religious internalization (i.e., the degree to which one

More information

Spiritual Formation, Part 2

Spiritual Formation, Part 2 Kris Miller Lipscomb University Hazelip School of Theology Spring 2017 Spiritual Formation, Part 2 Course Description The spiritual formation of leaders is a key commitment of the Hazelip School of Theology

More information

WORLD COUNCIL OF CHURCHES International Inter-Orthodox Consultation on

WORLD COUNCIL OF CHURCHES International Inter-Orthodox Consultation on WORLD COUNCIL OF CHURCHES International Inter-Orthodox Consultation on The Ecumenical Movement in Theological Education and in the Life of Orthodox Churches Sibiu, Romania, 9-12 November 2010 COMMUNIQUE

More information

Using Scripture in Ethics: Some Methodological Considerations in Light of Fundamental Values & Root Paradigms

Using Scripture in Ethics: Some Methodological Considerations in Light of Fundamental Values & Root Paradigms Using Scripture in Ethics: Some Methodological Considerations in Light of Fundamental Values & Root Paradigms I. Some Starting Questions By James T. Bretzke, S.J., S.T.D. Professor of Moral Theology Boston

More information

National Incubator for Community-Based Jewish Teen Education Initiatives Qualitative Research on Jewish Teens Fall 2014-Winter 2015

National Incubator for Community-Based Jewish Teen Education Initiatives Qualitative Research on Jewish Teens Fall 2014-Winter 2015 National Incubator for Community-Based Jewish Teen Education Initiatives Qualitative Research on Jewish Teens From Theory to Outcomes: Jewish Teen Education and Engagement Outcomes Background and Executive

More information

Understanding irrational numbers by means of their representation as non-repeating decimals

Understanding irrational numbers by means of their representation as non-repeating decimals Understanding irrational numbers by means of their representation as non-repeating decimals Ivy Kidron To cite this version: Ivy Kidron. Understanding irrational numbers by means of their representation

More information

1/10. Descartes Laws of Nature

1/10. Descartes Laws of Nature 1/10 Descartes Laws of Nature Having traced some of the essential elements of his view of knowledge in the first part of the Principles of Philosophy Descartes turns, in the second part, to a discussion

More information

A Defense of the Significance of the A Priori A Posteriori Distinction. Albert Casullo. University of Nebraska-Lincoln

A Defense of the Significance of the A Priori A Posteriori Distinction. Albert Casullo. University of Nebraska-Lincoln A Defense of the Significance of the A Priori A Posteriori Distinction Albert Casullo University of Nebraska-Lincoln The distinction between a priori and a posteriori knowledge has come under fire by a

More information

(i) Morality is a system; and (ii) It is a system comprised of moral rules and principles.

(i) Morality is a system; and (ii) It is a system comprised of moral rules and principles. Ethics and Morality Ethos (Greek) and Mores (Latin) are terms having to do with custom, habit, and behavior. Ethics is the study of morality. This definition raises two questions: (a) What is morality?

More information

THE credits God s Release of Women

THE credits God s Release of Women THE 207-3 credits God s Release of Women Description: is course will take a look at God s true plan for women: a plan of equality and release, in the home and in the Church. All the major portions of Scripture

More information

An Ethos for Transcending Babel. Spencer A. McWilliams

An Ethos for Transcending Babel. Spencer A. McWilliams An Ethos for Transcending Babel Spencer A. McWilliams Paper presented to the 16th Annual Conference of the Association for Integrative Studies, Pittsburgh, Pennsylvania, September, 1994 ethos: the distinguishing

More information

Can science prove the existence of a creator?

Can science prove the existence of a creator? Science and Christianity By Martin Stokley The interaction between science and Christianity can be a fruitful place for apologetics. Defence of the faith against wrong views of science is necessary if

More information

PHILOSOPHY (PHIL) Philosophy (PHIL) 1. PHIL 56. Research Integrity. 1 Unit

PHILOSOPHY (PHIL) Philosophy (PHIL) 1. PHIL 56. Research Integrity. 1 Unit Philosophy (PHIL) 1 PHILOSOPHY (PHIL) PHIL 2. Ethics. 3 Units Examination of the concepts of morality, obligation, human rights and the good life. Competing theories about the foundations of morality will

More information

The Reformers and Christian Ministry

The Reformers and Christian Ministry The Reformers and Christian Ministry (3DM868) Reformed Theological Seminary/Charlotte PROFESSOR: TIME/PLACE: OFFICE HOURS: Dr. Frank A. James III 15-19 July at RTS Charlotte campus. Monday-Friday class

More information

Universe and Child: Presiding Over the Meeting

Universe and Child: Presiding Over the Meeting Universe and Child: Presiding Over the Meeting Ann Berry Somers, Department of Biology, University of North Carolina at Greensboro Greensboro, N.C. 27402-6170 It takes a universe to make a child both in

More information

Introduction. 1 Bertrand Russell, The Problems of Philosophy (Indianapolis: Hackett Publishing Company, n.d.), 7.

Introduction. 1 Bertrand Russell, The Problems of Philosophy (Indianapolis: Hackett Publishing Company, n.d.), 7. Those who have consciously passed through the field of philosophy would readily remember the popular saying to beginners in this discipline: philosophy begins with the act of wondering. To wonder is, first

More information

WHAT DOES KRIPKE MEAN BY A PRIORI?

WHAT DOES KRIPKE MEAN BY A PRIORI? Diametros nr 28 (czerwiec 2011): 1-7 WHAT DOES KRIPKE MEAN BY A PRIORI? Pierre Baumann In Naming and Necessity (1980), Kripke stressed the importance of distinguishing three different pairs of notions:

More information

Common Misunderstandings of Van Til s Apologetics. by Dr. Richard L. Pratt, Jr. Part 1 of 2

Common Misunderstandings of Van Til s Apologetics. by Dr. Richard L. Pratt, Jr. Part 1 of 2 Common Misunderstandings of Van Til s Apologetics by Dr. Richard L. Pratt, Jr. Part 1 of 2 Every family counselor would agree that family members must understand each other before they can resolve conflict.

More information

Name Date Course Grade

Name Date Course Grade Name Date Course Grade Session 1: Healthy Church Growth... 5 Session 2: Expecting Church Growth... 9 Session 3: The Bridges of God... 13 Session 4: Strategies for Healthy Church Growth... 17 Session 5:

More information

An Exchange with Professor Sir Isaiah Berlin

An Exchange with Professor Sir Isaiah Berlin An Exchange with Professor Sir Isaiah Berlin [During the 1995-96 academic year, I had the opportunity to take a break from my doctoral studies in Oxford and spend a year in Paris studying at the Sorbonne.

More information

The distinctive should of assertability

The distinctive should of assertability PHILOSOPHICAL PSYCHOLOGY, 2017 http://dx.doi.org/10.1080/09515089.2017.1285013 The distinctive should of assertability John Turri Department of Philosophy, University of Waterloo, Waterloo, Canada ABSTRACT

More information

Heidi Anne E. Mesmer Tall Oaks Dr School of Education

Heidi Anne E. Mesmer Tall Oaks Dr School of Education Heidi Anne E. Mesmer 2807 Tall Oaks Dr School of Education Blacksburg, VA 24060 Virginia Tech 540/951-0083 318 War Memorial Hall haemesmer@hotmail Blacksburg, VA 24060 540/231-8343 hamesmer@vt.edu EDUCATION

More information

MIN credits Experiencing God in the Small Group (Graduate)

MIN credits Experiencing God in the Small Group (Graduate) MIN 510-4 credits Experiencing God in the Small Group (Graduate) Description You will define each of the following terms: Classes and other small group gatherings of believers are to be much more than

More information

FROM A GARDEN TO A CITY: THE IMPORTANCE OF LITERAL INTERPRETATION Tom s Perspectives by Thomas Ice

FROM A GARDEN TO A CITY: THE IMPORTANCE OF LITERAL INTERPRETATION Tom s Perspectives by Thomas Ice FROM A GARDEN TO A CITY: THE IMPORTANCE OF LITERAL INTERPRETATION Tom s Perspectives by Thomas Ice The sweep of human history, as revealed in God s Word, begins with Adam and Eve in the Garden of Eden.

More information

Understanding and its Relation to Knowledge Christoph Baumberger, ETH Zurich & University of Zurich

Understanding and its Relation to Knowledge Christoph Baumberger, ETH Zurich & University of Zurich Understanding and its Relation to Knowledge Christoph Baumberger, ETH Zurich & University of Zurich christoph.baumberger@env.ethz.ch Abstract: Is understanding the same as or at least a species of knowledge?

More information

Sunday Sermon: UU Seven Principles: Is Something Missing?

Sunday Sermon: UU Seven Principles: Is Something Missing? August 14, 2016 Sunday Sermon: UU Seven Principles: Is Something Missing? Kent Smith In 1985, the General Assembly of the UUA adopted our current Principles by a nearly unanimous vote (there was one vote

More information

Current Ethical Issues and Christian Praxis Introduction to Christian Ethics (A Pre-doctoral Course) Fall 2014 ET601-DA-o-D (3) Syllabus

Current Ethical Issues and Christian Praxis Introduction to Christian Ethics (A Pre-doctoral Course) Fall 2014 ET601-DA-o-D (3) Syllabus Current Ethical Issues and Christian Praxis Introduction to Christian Ethics (A Pre-doctoral Course) Fall 2014 ET601-DA-o-D (3) September 22-December 19 Andrew S. Park United Theological Seminary aspark@united.edu

More information

3 The Problem of Absolute Reality

3 The Problem of Absolute Reality 3 The Problem of Absolute Reality How can the truth be found? How can we determine what is the objective reality, what is the absolute truth? By starting at the beginning, having first eliminated all preconceived

More information

Student Learning Outcomes Assessment Plan. Department of Theology. Saint Peter s College. Fall Submitted by Maria Calisi, Ph.D.

Student Learning Outcomes Assessment Plan. Department of Theology. Saint Peter s College. Fall Submitted by Maria Calisi, Ph.D. Student Learning Outcomes Assessment Plan Department of Theology Saint Peter s College Fall 2011 Submitted by Maria Calisi, Ph.D. Theology Department Mission Statement: The Saint Peter's College Department

More information

What Happened to the Church Established By Christ and His Apostles (2)? By Victor Beshir

What Happened to the Church Established By Christ and His Apostles (2)? By Victor Beshir What Happened to the Church Established By Christ and His Apostles (2)? By Victor Beshir Third: Where Is the Church of the New Testament? Many are eager to know about what happened to the church of the

More information

COURSE SYLLABUS: ACTS AND ROMANS

COURSE SYLLABUS: ACTS AND ROMANS COURSE SYLLABUS: ACTS AND ROMANS Instructor Ph.D. Candidate: Department of New Testament Wheaton College, Wheaton, IL Contact Information paulscable@gmail.com (706) 424 1319 Course Description This course

More information

The Bible, Spring 2014 Drs. Shelley Rees and Zachary Simpson University of Science and Arts of Oklahoma

The Bible, Spring 2014 Drs. Shelley Rees and Zachary Simpson University of Science and Arts of Oklahoma The Bible, Spring 2014 Drs. Shelley Rees and Zachary Simpson University of Science and Arts of Oklahoma Class Meeting Time: TTh, 3-4:25 pm; Davis 226 Dr. Zach Simpson E-mail: zsimpson@usao.edu Phone: (405)

More information

Epistemology. PH654 Bethel Seminary Winter To be able to better understand and evaluate the sources, methods, and limits of human knowing,

Epistemology. PH654 Bethel Seminary Winter To be able to better understand and evaluate the sources, methods, and limits of human knowing, Epistemology PH654 Bethel Seminary Winter 2009 Professor: Dr. Jim Beilby Office Hours: By appointment AC335 Phone: Office: (651) 638-6057; Home: (763) 780-2180; Email: beijam@bethel.edu Course Info: Th

More information

2 FREE CHOICE The heretical thesis of Hobbes is the orthodox position today. So much is this the case that most of the contemporary literature

2 FREE CHOICE The heretical thesis of Hobbes is the orthodox position today. So much is this the case that most of the contemporary literature Introduction The philosophical controversy about free will and determinism is perennial. Like many perennial controversies, this one involves a tangle of distinct but closely related issues. Thus, the

More information

OT/NT 795 Biblical Theology Gordon-Conwell Theological Seminary Jacksonville Spring 2015

OT/NT 795 Biblical Theology Gordon-Conwell Theological Seminary Jacksonville Spring 2015 OT/NT 795 Biblical Theology Gordon-Conwell Theological Seminary Jacksonville Spring 2015 Christine Palmer February 6-7 March 6-7 April 10-11 Biblical theology engages the Old and New Testaments as a unified

More information

Logical Mistakes, Logical Aliens, and the Laws of Kant's Pure General Logic Chicago February 21 st 2018 Tyke Nunez

Logical Mistakes, Logical Aliens, and the Laws of Kant's Pure General Logic Chicago February 21 st 2018 Tyke Nunez Logical Mistakes, Logical Aliens, and the Laws of Kant's Pure General Logic Chicago February 21 st 2018 Tyke Nunez 1 Introduction (1) Normativists: logic's laws are unconditional norms for how we ought

More information